Pu Junwei, Gan Xiong, Pu Zaiming, Jin Xin, Zhu Xiaowei, Wei Chunxia
College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People's Republic of China.
College of Marxism, ENSHI POLYTECHNIC, Enshi City, Hubei Province, People's Republic of China.
Psychol Res Behav Manag. 2024 Apr 16;17:1661-1675. doi: 10.2147/PRBM.S444400. eCollection 2024.
Bullying is a significant concern for young people, with studies consistently showing a link between bullying and negative emotional consequences. However, the mechanisms that underlie this association remain unclear, particularly in terms of the classroom environment. This study aimed to explore the paradoxical phenomenon between bullying victimization and emotional adaptation among junior high school students in China, using the hypothesis of the healthy context paradox.
The study involved 880 students (565 girls; Mage=14.69; SD=1.407 years), and data were collected using self-reported surveys. The findings of the study, utilizing multilevel structural equation modeling (MSEM) techniques, demonstrated a cross-level moderated effect of classroom-level bullying victimization on the relationship between individual bullying victimization and emotional adaptation.
Specifically, the results indicated that in classrooms with higher levels of victimization, the association between individual bullying victimization and increased depressive symptoms and State&Trait anxiety was more pronounced. These findings support the "Healthy context paradox" hypothesis in the Chinese context and provide insight into the mechanisms underlying this phenomenon.
The results suggest that the classroom environment plays a crucial role in shaping the emotional consequences of bullying and that addressing classroom victimization is crucial for promoting emotional health among young people. By understanding the mechanisms that underlie the association between bullying and emotional consequences, interventions can be developed to target the underlying factors that contribute to this paradoxical phenomenon. Overall, the study provides new insights into the complex relationship between bullying and emotional health among young people, highlighting the importance of considering the classroom environment in addressing this issue.
欺凌是青少年面临的一个重大问题，研究一直表明欺凌与负面情绪后果之间存在联系。然而，这种关联背后的机制仍不清楚，特别是在课堂环境方面。本研究旨在运用健康环境悖论假说，探讨中国初中生中欺凌受害与情绪适应之间的矛盾现象。
该研究涉及880名学生（565名女生；平均年龄=14.69岁；标准差=1.407岁），数据通过自我报告调查收集。该研究利用多层结构方程建模（MSEM）技术得出的结果表明，课堂层面的欺凌受害对个体欺凌受害与情绪适应之间的关系具有跨层次的调节作用。
具体而言，结果表明，在受害程度较高的课堂上，个体欺凌受害与抑郁症状增加以及状态和特质焦虑之间的关联更为明显。这些发现支持了中国背景下的“健康环境悖论”假说，并为这一现象背后的机制提供了见解。
结果表明，课堂环境在塑造欺凌的情绪后果方面起着关键作用，解决课堂受害问题对于促进青少年的情绪健康至关重要。通过了解欺凌与情绪后果之间关联背后的机制，可以制定干预措施来针对导致这一矛盾现象的潜在因素。总体而言，该研究为青少年欺凌与情绪健康之间的复杂关系提供了新的见解，强调了在解决这一问题时考虑课堂环境的重要性。
